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Vi^vv's  at  and  near 
Stanford  tiniversity 
with  text  by-Oavid 
tarr  OoJ'dan  and 
Orrin  Keslie  Qlliott 


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"WHERE  THE  ROLLING 
FOOTHILLS  RISE" 


COPYRIGHTED,  1919 
EDWARD  R.  MARTIN 
STANFORD   UNIVERSITY 


Comprising  scenes  in  color 
ana  duotone,  on  and  near 
me  Stanford  Campus,  wim  a 
poem  h-p  David  Starr  Jordan 
and  a  historical  sketch  loy 
Orrin  Leslie  Elliott 


PUBLISHED  BY  THE  STANFORD 
BOOKSTORE  ON  THE  CAMPUS 


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foothilb  me 

_^p  toward  mountamd  hiphcr 
Clhere  at  eue  the  Goa^t  Range  Yxee 

In  the  sxxnect  fire, 
^lushing  deep  and  paling, 

^ii>ere  wc  rai$e  our  voices,  hailing 
^hee,  our  ^Ima  /Etater. 

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Emm  the  foothilb  to  the  bag 

jit  ahall  ring. 

fid  uie  aing, 
Jt  dhall  ring  and  float  auiag 

Sari.  jSftanf ord,  hail! 

JRail,  Stanford,   hail! 


■';:! 


WHERE  THE   ROLLING   FOOTHILLS   RISE  ^^ 


A  CASTLE  IN  SPAIN 

By 

DAVID  STARR  JORDAN 

I  Kave  a  castle  in  ^e  Keart  of  Spain, 
Builded  of  stone  as  to  stand  for  ages, 
Wi^  tile  roofs  red  beneatK  {Ke  azure  sky, 
For  skies  are  bluest  in  ^e  Keart  of  Spain. 
So  fair  a  castle  men  build  not  again, 
Benea^  its  arcKes,  {KrougK  its  patio  rare, 
And  ^rougK  its  cloisters  open  everywhere, 
I  wander  as  I  will,  in  sun  and  rain. 
For  mine  {Ke  castle  is,  nor  mine  alone. 
'Tis  {Kine,  dear  Keart,  to  Kave  and  Kold  alwa]? ; 
*Tis  all  {\ne  world's  as  well  as  mine  and  tKine, 
For  wKoso  enters  its  broad  gates  sKall  say, 
I  dwell  wifKin  {Kis  castle,  it  is  mine !  " 


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HISTORICAL  SKETCH 

By  ORRIN  LESLIE  ELLIOTT 

Stanford  University  opened  its  doors  to  students  in  October,  1891. 
Its  inception  goes  back  seven  years  earlier.  In  March,  1884,  the  only 
child  of  the  Stanfords,  a  boy  of  16,  met  an  untimely  death  while  on  a 
pleasure  trip  abroad.  In  the  midst  of  this  crushing  sorrow,  the  thought 
of  the  parents  turned  to  some  form  of  memorial  to  which  their  great 
wealth  might  be  devoted,  and  through  which  they  could  make  over  to 
other  young  lives  the  best  they  had  cherished  for  theu*  own  son.  That 
they  should  choose  education  as  this  greatest  gift  was  perhaps  not 
strange ;  yet  there  were  many  who  doubted  the  wisdom  and  the  practi- 
cability of  such  a  university  as  the  Stanfords  planned.  Were  there 
not  universities  enough?  Why  duplicate  what  the  state  was  akeady 
doing,  divide  the  friends  of  education  in  California,  cut  in  half  the 
meager  student  body  at  Berkeley,  and  bring  in  the  element  of  un- 
wholesome competition  and  rivalry? 

There  was  another  reason  for  hesitation.  The  Stanfords  proposed 
to  emphasize  the  practical  nature  of  the  higher  education.  In  univer- 
sity circles  of  a  generation  ago  this  was  an  attitude  very  much  under 
suspicion.  Lowell  would  have  a  university  where  nothing  that  is  use- 
ful is  taught.  The  Stanfords  seemed  to  want  an  institution  where 
nothing  that  is  not  useful  would  find  a  place.  The  intention  of  the 
student  as  to  what  he  proposed  to  do  in  life  was  to  be  early  declared 
and  steadily  kept  in  view.  Yet  the  charter  was  broadly,  if  vaguely, 
drawn,  and  all  that  the  professional  educator  thinks  of  as  the  "human- 
ities" was  included  as  contributing  to  the  preparation  and  development 
of  the  practical  individual.  The  Stanfords,  however,  were  not  college 
trained  and  not  practiced  in  any  of  the  details  of  collegiate  organiza- 
tion and  processes.  And  there  was  enough  that  was  flexible  in  the 
Founding  Grant  to  render  it  possible  to  make  ahnost  anything  out  of  the 
new  institution. 

The  choice  of  its  first  president  determined  the  aims  and  scope 
of  Stanford  University  and  fixed,  for  a  generation  at  least,  possibly  for 
all  time,  the  sort  of  institution  which  was  to  grow  upon  this  far  western 
rim  of  the  continent.  For  it  was  Dr.  Jordan  who  made  Stanford  Uni- 
versity in  all  its  essential  features  and  who  gave  it  those  characteristics 
which  we  instinctively  associate  with  the  Stanford  way,  the  Stanford 
spirit,  the  Stanford  life  on  the  Farm  and  in  the  world  of  affairs.  The 
internal  organization  of  the  University  was  modeled  upon  Cornell  and 


Indiana,  a  combination  which  maintained  the  classical  American  form 
of  education  and  exalted  the  ideal  of  scholarship  and  scholarly  train- 
ing. But  with  characteristic  western  audacity,  the  dead  weight  of 
tradition  was  cast  aside  and  modem  problems  approached  wholly  in  the 
modem  spirit.  Dr.  Jordan  chose  a  faculty  of  young  men  with  their 
spurs  yet  to  win.  He  gave  them  complete  independence,  and  freedom 
of  thinking  and  acting.  He  set  up  the  equality  of  subjects.  He  inspked 
each  department  to  propose  for  itself  a  definite  goal  of  attainment  and 
to  train  its  major  students,  from  the  beginning,  toward  that  goal.  He 
acted  out  in  his  own  relations  with  faculty  and  students  a  frank  dem- 
ocratic comradery  which  gave  to  Stanford  society  a  notable  distinc- 
tion and  charm. 

The  society  thus  formed  was  the  ideal  environment  for  straight 
thinking  and  genuine  scholarly  ambition.  If  it  failed,  like  other  Utopias, 
to  realize  all  its  possibilities,  it  was  because  it  had  its  charm  as  well 
for  loose  thinking  and  for  irresponsibility.  There  were  some  rude 
shocks  in  those  early  days,  enough  to  keep  glowing  idealisms  fairly 
close  to  the  ground.  There  was  wise  counsel  also,  enough  to  keep  the 
mstitution  fairly  clear  of  dismtegrating  entanglements.  The  life  was 
fundamentally  joyous,  the  progress  steady.  The  essential  featiu-es 
of  the  Stanford  democracy  persisted  and  have  become  fixed  character- 
istics of  the  University. 

The  history  of  the  University,  in  outward  events,  divides  itself  easily 
into  a  number  of  quite  distinct  periods.  The  first  covers  that  of  the 
two  mitial  years,  from  1891  to  1893,  ending  with  the  death  of  Senator 
Stanford  in  June  of  the  latter  year.  This  was  preeminently  the  Golden 
Age.  It  was  the  period  of  discovery,  of  unlimited  possibilities;  and 
if  of  unexpected  obstructions  also,  these  only  added  to  the  zest  of 
existence.  Excepting  only  the  Business  Oflace,  no  cloud  larger  than 
a  man's  hand  showed  on  the  horizon.  The  enrollment  of  the  first  year 
was  larger  than  that  of  the  State  University,  then  nearly  a  quarter  of 
a  century  old;  that  of  the  second  year  increased  by  40  per  cent. 
There  was  pioneering  in  the  dormitories  and  on  the  Row,  unexpected 
limitations,  mistakes,  misunderstandings,  misfits;  but  the  glo\y  of 
achievement  and  of  promise  spread  over  everything  that  is  comprised 
within  these  two  years. 

The  second  period  began  with  the  death  of  Senator  Stanford  and 
the  mmiediate  oncoming  of  the  financial  panic  of  1893  and  the  hard 
years  that  followed.  Since  the  University's  endowment  was  only 
prospective,  not  actual,  this  calamity,  by  good  rights,  should  have 
wiped  Stanford  University  off  the  map.  Mrs.  Stanford's  steadfastness, 
courage,  resourcefulness,  and  personal  sacrifice  saved  the   financial 


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situation.  Dr.  Jordan's  unfaltering  optimism,  wise  and  daring  ex- 
pediency, together  with  the  unwavering  loyalty  of  faculty  and  student 
body,  brought  the  University  through,  unimpaired  in  ideals  and  prac- 
tical accomplishment,  retarded  only  in  its  development.  At  the  end  of 
the  period  the  government  suit  had  been  won,  the  returning  wave  of 
financial  prosperity  had  restored  their  former  values  to  the  Stanford 
properties,  the  estate  was  at  last  out  of  the  probate  court  and  in  the 
hands  of  Mrs.  Stanford,  still  sole  trustee  of  the  University. 

The  third  period,  1895  to  1905,  may  be  characterized,  first,  as  the 
age  of  expansion,  of  great  building  activity.  Its  second  noteworthy 
feature  was  the  establishment  of  the  rule  of  the  trustees  and  the  end 
of  the  era  of  personal  government.  The  whole  of  the  Outer  Quadrangle, 
Memorial  Church,  the  ill-fated  Library  and  Gymnasium  belong  to  this 
period.  All  the  dreams  of  the  founders  as  to  the  external  university 
seemed  about  to  be  realized.  It  was  the  period  also  when  the  majority 
of  fraternity  and  sorority  houses  were  constructed,  when  the  University 
generally  seemed  at  the  beginning  of  its  greatest  era  of  development. 
It  was  also  unhappily  an  era  of  disturbed  faculty  relations,  of  un- 
pleasant newspaper  prominence,  and  of  some  loss  of  prestige.  It  was 
brought  to  a  close  by  the  death  of  Mrs.  Stanford  in  February  of  1905, 
and  the  real  beginning  of  the  new  order  of  government. 

The  fourth  period  had  its  beginning  more  properly  perhaps  with 
the  earthquake  of  1906,  and  may  be  thought  of  as  closing  in  1913 
when  Dr.  Jordan  laid  down  the  presidency  he  had  held  uninterruptedly 
for  twenty-two  years.  Outwardly  this  was  a  period  of  rebuilding,  in- 
wardly of  bewilderment,  of  vanishing  expectations,  of  student  turmoil, 
of  many  readjustments.  The  trustees  were  discovering  financial  limi- 
tations. The  general  atmosphere  was  one  of  drifting  rather  than  one 
of  constructing.  Underneath,  though,  the  Stanford  spirit,  the  Stanford 
viewpoint,  the  Stanford  ideal  remained  untouched.  There  was  actual 
growth,  even  if  the  pace  was  not  rapid,  and  a  persisting  faith  that  the 
next  turn  in  the  road  would  bring  the  promised  land  again  within  the 
range  of  vision. 

The  fifth  period  is  still  in  the  making.  But  it  is  really  a-making.  The 
Great  War  has  come  and  gone  and  left  its  impress  upon  the  Stanford 
life,  on  the  Farm  and  outside ;  and  Stanford  has  made  its  contribution 
to  the  settlement  of  world  problems  in  no  small  way.  There  has  come 
again  the  comfortable  feeling  of  stability,  of  confidence,  a  strengthening 
of  all  the  elements  which  conduce  to  high  scholarship,  clear  purpose, 
a  better  type  of  Stanford  student  and  citizen. 


^ 

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PRESS  OF 

H.  S.  CROCKER  COMPANY.  INC. 

SAN  FRANCISCO 


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THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


